The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1887-10-29
CUMBERLAND EDUCATORS.
Interesting Meetings of Their Asso-
citation at Woodford's.
Principal Norton Tells of Learning
Arithmetic by Flooding.
The Other Topics Which Occupied
the Teachers Attention.

tional Association. The exercises were held
IN Lewis Hall, Woodford's. and about $50
teachers were present. The papers read
were very interesting and instructive, and
thus far the meeting has been one of the
most successful ever held by the Association.
The meeting opened with singing followed
by prayer by Rev. DIR. Weston Of Westbrook
Seminary. DR.. Weston then welcomed the
teachers of the Association in eloquent
words, and also reviewed the schools of the
past and the present, drawing hopeful con-
clusions from the same.
DR.. Weston's address was responded to
very appropriately by President Fish of the
Association.
After reading Of records DR.. d. II. Dole of
Portland presented an excellent paper on
Reviews in Arithmetic. He would review
constantly while making advance. In study
ing partial payments he would review inter-
est; in ending advanced work in mensura-
ton he would review denominate numbers,
etc. This may not seem systematic work,
but everything should not be sacrificed to
system. The speaker said he had no SYM
pathy with the method Of stereotyped ex-
plantations. 1t makes parrots and leads to
show not solid requirements.
Mr.. Norton of Saccarappa followed with q
second paper on the same subject He said:
MIR. MOTIONS ADDRESS.
Mr.. President, Ladies' and Gentlemen:
/ suppose that if the executive committee
had searched the county through they would
not have found another teacher who would
more thoroughly appreciate the difficulties in
the way OF the preparation of paper on the
subject of Arithmetic than do. Almost nv
fret TaaAllnQfiAnC ra ~ ctr, olas
with the multiplication table. From the
moment when the first primary arithmetic
was placed in my hands to the present day,
whatever l have accomplished in that
branch Of mathematics has been done by a
process Of plodding 1t was plod through
the simple rules, plod through fractions. plod
through percentage; in short no subject was
SO simple as to secure admittance and lodg-
ment III my brain without the inevitable
plodding So that | shall have to beg your
indulgence If this paper shows evidence of
the same labored pace. Ut will also be my
excuse II present no theories, either bril-
liant in conception or possible in practice;
further than this it will excuse me if my
ideas are drawn from personal experience,
and do not deal largely with the great prin-
ciples that underlie my subject)
There is one watchword to be applied, one
principle to be remembered in teaching
arithmetic, viz: Eternal practice is the
price of perfection - constant unceasing,
intelligent work. With me and my classes It
takes the form of plodding Our fathers
were not so far wrong in their "ciphering"
lessened rather than increased the good
results of mathematical instruction
by allowing diluted theories to take
the place of the invidual work of the pupils
of 80 years ago. | believe this work to be
essential to the achievement of the best re-
suits. Especially Is this true of reviews. No
one book, no dozen books Gf you can have
them will contain all and just what your
pupils need to faSten in their minds arithmet
ical processes so that they can never be for
gotten. sdo not care how thoroughly
pupil understands the principle, or how
glibly he can rattle the analysis according to
aprlnted form before he is sure of the pro-
cesses by which his results are obtained be-
fore he can apply what he knows to the bust
ness of life, which is the great end to be at
tanned for the most of your pupils, before he
can, 60, on with profitable study of any
higher branch of mathematics, he must per-
form scores upon scores of problems, bear
ing upon every possible side of the subject
which he is studying. These problems must
be found or made. Many of them can be
found, some must be maze to meet the
special needs of the class, or of some indivi-
dual, who needs, as did your essayist, double
the care and attention that bright quick
boy with mathematical turn of mind does.
In ungraded schools this extra work can be
given to some and omitted by others. In
closely graded school this is not so easy, but
better too much for some than too little for
one. II 1t were possible for me to have
theory concerning reviews it would be this:
GIVE your classes an almost unlimited
amount of work in every given sub
ject, and let the teacher see to it that
the supply is inexhaustible, so that
when any subject is finally conquered he
may be ready to launch forth with fresh
supply at any time. Add to this the further
fact that review work should be part of
each days lesson, and you have the points in
conducting reviews that l can give you to-
day.
THE QUESTION DISCUSSED.
The discussion of the subject of reviews
was opened by professor A. B. Allen of
Westbrook Seminary. He agreed with the
principles advanced by the essayists but diff
| fered somewhat as to the method He said
he would not employ the method of giving
written explanation but would require the
pupil to write the explanation.
Mr. +. W. Davis continued the discussion.
He believed in the methods of review as
given in the old Colburn's arithmetic. He
would give out no lesson in review but hold
his pupils accountable for review at any
time Would pay special attention to re-
view In every lesson.
The discussion of the question was fur
Their continued by State Superintendent N A.
Luce. he gave defence of what is some
times called parroting work Would insist
on certain explanations being repeated until
the work and its explanation becomes mat
ter of habit; almost unconscious mental ac-
ton.
The discussion was followed by Mr.. fash
Of Portland, who agreed largely with Mr..
Luce. In the science of arithmetic he would
go very slowly; in the art of arithmetic he
would insist on constant drill and review.
The next speaker was Mr.. Corthell of
Gorham. He believed that the knowledge
of arithmetic was TO be the result of con-
slant, eternal drill, reviewing again and
again, He would never require pupil to
commit rule, but after the work is thor
oughly comprehended he would require him
to state cOncisely the steps in each process.
The meeting adjourned after the close of
Professor Corthelfs remarks until p. m.
AFTERNOON SESSION.
The first exercise of the afternoon session
was the opening of the Query Box.
The Query Box was followed by an exer-
else in reading by Miss Grace j. Haynes of
Gorham Normal School, who prefaced the
exercises by few preliminary words as to
the object and methods of the teachers of
reading. A class was then selected from the
audience and the method illustrated. Force,
pitch, etc, were all made plain by diagrams
on the blackboard. After showing The class
how to determine the pitch Of the voice to
be used, the lesson was studied with the
class, showing how the lesson was to be pre-
pared for reading. The whole exercise was
very interesting and full of useful hints
Miss Haynes was followed by Mr. II. B.
Nevens of Bridgton, in a discussion of "Pos-
sibilities in English Composition" He
would not begin by assigning an abstract
subject, but would begin with repr oduction
exercises, requiring the pupil to reproduce
the stories Of his reading book. Perhaps
the, reproduction exercise had better be
prefaced by dictation exercises, pay ing spe-
| cal attention to the most obvious rules of
punctuation, capital letters, etc. He would
use the topical method in geography, and
| frequently have the lesson written instead of
recited orally. Reproduce the lessons in
| Physiology and History. Fill the pupils
mind full of some subject before asking him
to write upon it. Before writing, the pupil
| should be required to make topical outline
| of the subject upon which he is so write
The discussion continued by Prin. o. r.
| Cook Of Freeport, who emphasized letter
writing as brach Of composition. He read
letter illustrating the ability of the aver
age high Eschool pupil to understand Ian
guage and spelling. He would begin compo-